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Originating from a study group at the Dartmouth Seminar entitled "How Does a Child Learn English?" these four papers agree that all psychologically normal children come to school already highly proficient in operating a wide range of language structure. The first paper synthesizes some theories regarding language acquisition and discusses the role of the teacher in fostering the child's growth in language. The second paper concerns itself with the role of reading, especially in the secondary school curriculum where it is urged that all language activities be seen as reinforcing each other. The third paper voices a concern for the misunderstanding of language observed in the educational process and suggests that the vicious circle can only be broken by introducing into initial and inservice teacher training a strong component of corpus-based linguistic study of a fundamental kind. The fourth paper discusses the role of the school in building upon the preschool language experience of children. (HOD)

The papers in this book resulted from a workshop entitled "Toward a Humanistic Curriculum in English," cosponsored by the National Council of Teachers of English and the Michigan Council of Teachers of English. Papers are grouped under the major headings "The English Teaching Workshop--Program Design,""A Listing of Peripheral Activities,""Humanistic Curriculum Guides and Guideposts,""Topic Sentences for Discussion/Exploration /Action: The Products of the Basic Issue Study,""Alternatives and Possibilities for 1984 and 2001: Speculative Essays on the Future of English Education,""New Directions in Reading and Literature,""New Directions in Language, Linguistics and Grammar,""New Directions in Composition,""The Uses of Media," and "Annotated Bibliography." Appended are teaching ideas, materials sources, innovative strategies from workshop meetings, and a listing of workshop participants. (HOD)

The encouragement and formulation of a student's imaginative response to and "engagement" with literature and the concerns of the papers and summaries of discussions in this Dartmouth Seminar report. James Britton discusses refining the student's natural response to literature by developing his increased sense of form ("principally a sense of the pattern of events") and by encouraging wide reading together with close reading. D. W. Harding, in "The Report of the Study Group," links the development of young people's behavior and personalities to their developing responses to literature, indicating three modes of presentation of literature, the kinds of materials to select, and ways to bring about students' affective responses. James E. Miller's paper, "Literature and the Moral Imagination," suggests that studying literature frees students from platitudinous ethical parochialism and encourages self-examination. In "Reading, Writing, Reality, Unreality," Benjamin Demott emphasizes the need to discuss literature primarily to awaken the students' sense of their own and others'"humanness." A sampling of statements from the conference on general topics concerning the study of literature in the schools is presented by James Squire. Suggested readings on response to literature are also included. (LB)

This paper shares the author's thoughts on the required New York State Regents examinations: namely, that the exams, now an integral part of social studies courses, are in some ways a real deterrent to relevant learning. Recommendations were made by the House of Delegates of the New York State Council for the Social Studies (the state-wide professional organization of social studies teachers) to "discontinue the Regents examination program in the social studies." In response to a position offered by one favoring retention of the exams, that the teachers real job is to get his students to pass the Regents, and in support of "the teaching as telling" model, the author presents a tongue in cheek proposal in the "rhetorical mode" to make the singular purpose of social studies and education in general the explicit preparation of students to pass the Regents exams. The paper tends to show the need to answer the question "what is the purpose of education?" (SJM)

The first part of the paper briefly reviews the teaching of area studies within the last generation, noting that Chinese studies have markedly increased. The second part discusses forces operating on social studies teachers today which quite naturally relate to area studies. These include calls for teachers to change their technique from expository to inquiry teaching; the numerous arrays of kinds of materials from which teachers must choose; pressures to teach new content areas but lack of training to carry it out; and the number of complex societal changes now in progress. Specific problems facing classroom teachers as they attempt to teach Chinese studies are identified. The major portion of the paper provides ten alternatives to typical suggestions on how to improve teaching about China. These alternatives differ from the usual suggestions in that they emphasize supplementing and/or using existing resources rather than beginning anew, and make inservice and preservice training available locally. Alternatives focus on topics dealing with a survey of the field; exchanges and visits; developing a newsletter; resource centers; inservice and preservice training; activities at teachers meetings; evaluating teaching materials; preparing new teacher materials; and checking with teachers and students to verify what they wish to know about China. Appendices are included. ED 065 402 is a related document. (SJM)

This paper is a working model for a new one- or two-semester civics education program for high school students. The paper is divided into four major sections. Part I treats existing civics programs and explains how the Politics and Participation Program seeks to correct two general problems facing the schools and civic education - 1) it attempts to develop a civics course that enables a student to develop some explanatory generalizations about the operation, organization and interaction of a political system; and 2) it seeks to allow the student to participate in the school community for the clarification of abstract political concepts through concrete experience. Part 2 presents the analytical framework that guides the course content and explains how the major political concepts of the framework may be used to answer relevant questions; Part 3 focuses on the basic learning activities of the program; and Part 4 sets forth a general outline of the course. The purpose of this new course is: to offer students a systematic framework for studying various political questions; to teach them the skills necessary to use the analytical framework; to use the school as a laboratory for practical experience; and to give them opportunities to participate responsibly in the life of the school. (FDI)

This is the third in a series on "Supervisory Strategies in Clinical Experiences." It contains three papers. The first, "Interaction Analysis in Teacher Education: A Review of Studies," by Norma Furst, concentrates on those studies which were designed to teach the Flanders behavior recording technique to preservice educators. These are divided into early studies, attitude studies, the Ohio State University study, and studies in secondary education programs, with an additional section on future research areas. The second paper, "Classroom Observation Systems in Preparing School Personnel," by J. T. Sandefur and Alex A. Bressler, starts by setting out the case for observation systems in evaluating teacher effectiveness and by defining the terms used. Selected classroom observation systems are described, including affective systems, cognitive systems, and multidimensional systems. The third paper, "Supervisory Conferences in Selected Institutions," by Donald J. Johnston, describes four supervisory conference procedures resulting from a study carried out by the author and four consultants. Four supervisory conferences were recorded on videotape at each of four universities (Temple, UCLA, Stanford, and the University of Illinois) and analyzed to identify supervisor behaviors and institutional characteristics. (MBM)

The first paper presented in this publication is "The Relevance of Present Educational Systems" by Warren Bryan Martin. The paper argues that present educational systems are not relevant for the future because they are oriented to the past. It examines: youth perspective on relevance; alternative perspectives of institutional and individual relevance of educational systems; the process of institutional change; the movement from reform to transformation; alternative models for the university of the future; and consequences of both existing and alternative models. The second paper, "Student Participation in Governance," by Harold L. Hodgkinson discusses: the pros and cons of student participation in high school and university governance; the changes that have taken place over the past 10 years, some of the consequences of increased student participation; and different models of student participation. The last paper, "Access and Accommodation in Higher Education," by K. Patricia Cross deals with: the changing philosophies of access; the shift in emphasis from access in the 1960's to accommodation in the 1970's; the limitations of existing educational models; new models of education; and recommendations for policies and programs to institute new educational models, including projections of the effects upon youth and society if the new models are not developed. (AF)

The aim of English teachers should be to refine and develop responses of children to literature. Development is defined as an increasing sense of form. In literature this relates to a sense of the patterns of events, a sense which increases as one's frame of reference of reality grows with experience. Children must be encouraged to trust their responses to literature and not rely solely on critics and teachers for their opinions. A means of improving response is to encourage individual reading in order to further literary experience. Included are study groups' discussions prompted by Britton's paper. The discussions deal with "Adolescence in Relation to Literature,""Modes of Approaching Literature in the Classroom,""Cultural Heritage,""The Emergence of Responses to Literature.""The Study of Literature," and "Response to Literature.""Literature and the Moral Imagination" argues that imaginative experience parallels the nature of real experience and in this way solicits moral imagination. Treatment of the moral imagination in the study of literature is discussed. (LL)

The primary purpose of these papers is to place drama and dramatic experiences within an overall conception of the activities of the English classroom. The initial paper discusses the English lesson as helping pupils to use their native language to deal with individual and group experiences. Drama, seen as part of the classroom use of oral language, may arise from a topic proposed by the teacher, a shared experience, or a work of literature. Drama, however, differs from other classroom talk in three ways: (1) movement and gesture play a larger part in the expression of meaning; (2) a group working together on an improvisation needs more deliberately and consciously to collaborate; and (3) the narrative framework allows for repetition and provides a unity that enables the action more easily to take on symbolic status. Subsequent papers in the set are titled: "Some Practical Considerations,""Drama as Threat,""From Dialogue to Other Forms of Discourse,""About Drama and Composition,""Drama in Education,""Drama,""Drama in Primary School," and "Drama Syllabus for the Secondary School." A preliminary version of a chapter on teaching discourse by dramatic methods, "Drama: What is Happening" by James Moffett, concludes the set. (TO)

This paper traces the origins of educational tracking, streaming, or grouping to the period between the report of the Committee of Ten in 1894 and the publication of the Cardinal Principles of Education in 1918. The analysis of grouping, in its origin and in its consequences for students, concludes that its effect on the subject of English has been catastrophic, its need is unproved, and its principles are of dubious character. While it is not suggested that grouping be dropped from the English curriculum, it is suggested that the subject of grouping receive careful analysis by English educators and researchers alike in order to determine whether it is a fitting response to student needs, backgrounds, and interests. A group statement, "Aims in English," demonstrates that the purposes of English instruction are at odds with the grouping process. Also included is a section on "Improvement and How to Achieve It." Appendixes cover such subjects as whether the objectives of the English courses should be the same for all students, including those who are college bound; the English room as workshop; an inductive approach to English language teaching; and the segregation of students on the basis of merit. (DD)

Children's language abilities develop in a predetermined order, one stage necessarily preceding the next. The rate of this development remains relatively the same for physiologically normal human beings. Through research it is becoming possible to identify critical periods in linguistic development. Teachers could utilize and exploit these growth rhythms by presenting language concepts that the student would be susceptible to at a particular time. Research results support not a preplanned program of instruction, but a flexible teaching strategy in which the teacher uses his knowledge of the developmental sequences to urge students along in the directions in which growth has been indicated. The main role of the teacher would be to provide occasions for pupils to use their developing language in ways which are appropriate to their level of maturity. Literature curricula should also correspond to levels of student language maturity in terms of dominant themes. The study group's responses, prompted by Whitehead's paper, are included. (LL)

This position paper re-examines social studies in the Oklahoma schools identifying areas of weaknesses in many existing programs of social studies education for secondary teachers and suggesting improvements. Five hundred public schools of the state were surveyed in order to assess the status of social studies offerings. Although the teacher education graduate is better prepared today than in past years, many teacher graduates still do not receive adequate preparation. The good ideas that already exist need to be implemented rather than revamping the program. Several changes can produce quality social studies education. For example, 1) advanced courses can concentrate on the varied needs of students in the various social science disciplines, rather than focusing on the field of history as they now do; 2) recent findings of educational research involving techniques and curriculum can be applied in professional education classes; and 3) administrators can review teacher background in order to assign them to areas where they are qualified to teach. The overall status of social studies in the state is perceived as being slightly below the national average. Following the paper are data on general core of offerings, status of the social studies in Oklahoma, hours required for certificate, subjects offered in the junior and senior high school during 1970-71, number and enrollments in public and non-public schools, and other information. (SJM)

Derived from the deliberations of the 1969 Superintendents Work Conference, this position paper provides an analysis of the current panorama of social unrest in schools and the community in general. It began with the assessment that student unrest, to be effectively dealt with, must be viewed as emerging from and reflecting the structural, cultural, economic and other characteristics of our society. Schools exacerbate the situation by their repressive rules, their conformity-oriented structure, and their imperviousness to change. Specific approaches are suggested to initiate changes in the relations of schools to students, staff, and the community at large. The focus for change is on three main areas: (1) ideology; (2) organization; and (3) curriculum. The paper concludes with a strategy for change which rests on two basic assumptions: (1) the rights of students must be upheld; and (2) the principles of "due process" and "rule of law" must prevail in schools and society. At bottom, the problem of student unrest was seen as a problem in the management of conflict and change. (TL)

Creativity and its development in students through creative English programs are the subjects of this report from the Dartmouth Seminar. David Holbrook's paper, "Creativity in the English Programme," maintains that English should be taught creatively to enhance the child's capacity to deal with his inner and outer experiences and to help him grow gracefully into maturity. Geoffrey Summerfield has recorded "A Short Dialogue on Some Aspects of That Which We Call Creative English" in which he redefines the word "creative" and indicates the need for free experimentation in the classroom, particularly to encourage conversation as a means of extending and refining the student's linguistic control and self knowledge. In "A Caveat on Creativity," Reed Whittemore assesses the dangers of becoming prescriptive in a creative program. Finally, Geoffrey Summerfield presents examples which demonstrate creative teaching in more than a dozen situations ranging from teaching haiku to choosing relevant literature for adolescents in racially tense areas. (JB)

THIS DISCUSSION OF DRAMA, DRAWN FROM PAPERS AND IDEAS PRESENTED AT THE DARTMOUTH ANGLO-AMERICAN SEMINAR ON THE TEACHING OF ENGLISH, EMPHASIZES THE NEED FOR DRAMATIC ACTIVITIES AND PRESENTS METHODS OF EFFECTIVELY TEACHING DRAMA IN THE SECONDARY CLASSROOM. THE FIRST CHAPTER EXPLORES THE TYPE OF EDUCATION MOST EFFECTIVE FOR A STUDENT LIVING IN A DEMOCRACY AND THEN ANALYZES THE WAY CREATIVE DRAMATICS, THROUGH TEACHING IDENTIFICATION WITH VARIOUS ROLES, CAN CONTRIBUTE TO SUCH AN EDUCATION. THE SECOND CHAPTER BRIEFLY OUTLINES A STEP-BY-STEP PLAN FOR ENCOURAGING STUDENTS TO PARTICIPATE IN DRAMATICS. IN THE THIRD CHAPTER, THIS PLAN, WHICH EXTENDS FROM STUDENT DISCUSSIONS OF PLAYS THROUGH GROUP ACTING PROJECTS TO SHAKESPEAREAN PRODUCTIONS, IS DISCUSSED IN DETAIL, WITH EMPHASIS PLACED ON THE VALUE OF SEQUENTIAL PROGRESS. RECOMMENDATIONS FOR GIVING TEACHERS THE TRAINING NECESSARY TO CARRY OUT SUCH A PLAN OF EDUCATION IN DRAMA ARE PRESENTED IN THE FINAL CHAPTER. INCLUDED IN APPENDICES ARE A SYLLABUS FOR SECONDARY SCHOOL DRAMA AND APPROACHES FOR PRIMARY SCHOOL DRAMA. (THIS MONOGRAPH IS AVAILABLE FOR $1.50, ORDER NO. 36259, FROM NCTE, 508 SOUTH SIXTH ST., CHAMPAIGN, ILL., 61820.) (LH)

Secondary education in the United Kingdom is gradually being reorganized along "comprehensive" lines, although there is still resistance to it. Stemming from the Butler Education Act of 1944, a tripartite secondary system emerged, comprised of the grammar (for superior students), the technical (for average and above average students), and the modern (for average or below average students). After adoption of a bilateral system, omitting the secondary grammar school, the next logical step was toward a comprehensive school with no selection criteria. Feeling that it would destroy academic standards, many educators resisted the change. This occasional paper describes the experiences of a British social studies educator when in 1968, a secondary grammar school merged with a modern school. Separate school sites created some problems for staff and students and destroyed the desired unity. Findings by 1971 indicate that most problems created by split building sites had been met; that teacher changeover from the grammar to comprehensive was somewhat traumatic; that a great deal of experimentation took place and continues; that academic achievement is as high now as it was before integration; and lastly, that the first five years were a challenge to make education more relevant. (SJM)

The Occasional Paper is intended as a resource document and is designed to provide teachers of Asian studies with an authoritative study of education in the People's Republic of China from 1949 to 1969 where educational effort focuses upon the needs of society rather than the individual. The first twenty years of the history of the People's Republic of China is categorized in terms of six distinct periods of educational reforms. Each of these six periods is analyzed by Dr. S. M. Hu according to its political emphases, educational policy and curriculum trends. The first period of 1949 to 1952 was a consolidation of the regime built, the second period of 1953 to 1957 concentrated on the Five-Year Plan with strong Soviet influence, the third period of 1958 to 1959 impressed the world with the movement of communes and the "Great Leap Forward," the fourth period of 1960 to 1963 proceeded cautiously with a "retrenchment" program, the fifth period of 1964 to 1965 marked by a sharp two-line Party struggle, and the sixth period of 1966 to 1969 alarmed the world with the "Great Cultural Revolution" which means to prepare a new breed of generation. (Author)

This document is a collection of three papers: (1) "Some Variables Why So Few Black High School Graduates Attend Post-High School Area Vocational Schools," by Max Farning, (2) "The Role of Simulation in Teaching Complex Problem Solving Skills," by Curtis R. Finch and Patrick A. O'Reilly, and (3) "Investigation of the Effectiveness of a Design to Initiate Curriculum Change," by Mary Bach Kievit. Farning concludes that two variables have influenced the low enrollment rate of blacks: (1) negative attitudes toward blue collar employment, and (2) lack of knowledge about post-secondary area vocational schools. Finch and O'Reilly analyze the effectiveness of dynamic simulation as a means of teaching troubleshooting and discuss several implications for state-level vocational education planning, local utilization of simulators, and minimization of individual differences between students. Kievit considers a design for curriculum change based on teacher workshops. (BH)

A model is used to provide a framework for secondary teachers of intercultural studies who wish to compare and contrast developing nations and, further, to identify characteristics of the nature of the society to determine the nations' modernity. Although C. E. Black's model is general, i.e. it applies to all countries, the author applies this model specifically to the countries of China and Japan. Black examines a society's entrance into a modern era by using categories of intellectual, political, economics, social, and psychological revolutions. Students can not only adapt this system of comparison, but can go further and investigate the leadership of a modernizing society, analyzing the thrust of such impact through examination of four steps: the challenge of modernity, the consolidation of modernizing leadership, economic and social transformation, and the integration of society. A brief description of Black's seven patterns of modernization conclude the paper. (SJM)

This technical paper was written with undergraduate geography students and instructors in mind. Its primary objective is to introduce readers to the first of urban simulations and to provide materials for utilizing simulation models. Contents are interdisciplinary oriented and contain seven chapters showing how simulation techniques may be utilized. Chapter one describes urban environment as a dynamic, everchanging, behavioral system of spatial and non-spatical forces. In chapter two, spatial dynamics of the urban environment are examined. A description of simulation is explored in chapter three, while chapter four introduces computer simulation. The fifth chapter presents a model of spatial diffusion. Chapter six discusses gaming situations. In chapter seven a collection of urban gaming situations are presented and discussed. The first of three games, LOCO, ECOLOC, and URBLOCK; focus specifically on the locational behavior of attitudes in the urban environment. The last two games, Urban Politics and Welfare, are primarily non-spatial in character and deal with a wide range of issues prevalent in the urban environment. (Author/SJM)

Four selected East Asian Studies programs for secondary grades are analyzed and evaluated in this paper, intended as a guide for teachers and, moreover, as a model for the assessment of similar programs. Categories of criteria utilized in each evaluation are: scope and sequence, structure, level of questions, arrangement of readings and adequacy of sources. Asian Studies Inquiry Program uses a multidisciplinary approach to examine Asian thought and the historical and changing patterns of Asian life. Having both excellent materials and sources, the author feels that this is the best "total program" available. A Look Across Cultures: China, and A Look Across Cultures: Japan, are thematic, discipline oriented, and traditional, providing inadequate treatment of concepts and analytical questions. With adequate conceptual preparation and rearrangement of and supplement to the readings, the projects have merit. Kansas Extra-Mural Project focuses on the treatment of major philosophical strands of thought. The project is excellent for those concerned with the thinking process. (Author/SJM)

This position paper outlines the essential characteristics of a reading program which will enable the schools of the state of New York to eliminate functional illiteracy among thousands of elementary and secondary students and to attain the ultimate goal of reading education: people who can and do use reading for the achievement of educational and occupational goals, the cultivation of the imagination and the enjoyment of leisure time, and full participation in social and civic life. The essential characteristics of a reading program which will serve all students includes: (1) systematic assessment of each student's interests, abilities, and needs; (2) long range and short range goals for each student based on the interrelationship of his interests, abilities, and needs; (3) continuous revision of goals as new learning expands the student's potential; (4) organizational structures within and without the classroom which are most likely to facilitate learning; (5) adequate support systems to facilitate learning, including consultant services, inservice education, and material resources; and (6) a system which effectively measures each individual's mastery of reading objectives and which enables the teacher and the learner to modify or adapt the program as needed. (WR)

The 11 papers collected in this book provide an analysis of a number of issues basic to English education. J. W. Patrick Creber discusses "rigour" in creative work and the question of "subject-centered" versus "student-centered" curriculums in British schools; Francis G. Townsend describes the working relationships between the departments of English and English Education at Florida State University; James D. Barry analyzes some of the difficulties of implementing the guidelines of the English Teacher Preparation Study; Donald D. Small discusses the content of methods courses in small colleges; Alan L. Madsen considers what instruction English teachers should have in literary critical theory; Alfred L. Papillon takes up the problems of a curriculum sequence in modern grammars for English teachers; Frank J. Zidonis studies the curriculum, learning theory, and teacher strategy for language instruction at the secondary level; Earl Seidman points out the values and limitations of microteaching; Sister M. Philippa Coogan surveys new materials and methods for helping and evaluating student teachers; Gordon M. A. Mork explains the use of the Verbal Reaction Behavior Log (VRBL) as a basis for evaluating student teachers; and Bryant Fillion presents methods of better preparing classroom teachers for the supervision of student teachers. (This document previously announced as ED 025 522.) (LH)

This study contains writing samples from 9, 13, and 17 year olds and from adults (aged 26-35). The study is one of a series undertaken by the National Assessment of Educational Progress to gather information about how Americans write. The respondents, chosen by random sampling, wrote a letter or an essay in response to an exercise. Separate chapters include samples of the writings of each of the four age groups tested. The papers included are roughly at the 15th, 50th, and 85th percentiles in their respective distributions, or in the lower, middle, and upper ranges. The writings were transcribed for computer reproduction and appear as printouts in this report. Each chapter begins with a table which presents the region of the country, sex, color (non-black or other), community size and type, and highest educational attainment of the respondent's parents. (Author/DI) Primary type of information provided by report: Results (Respondent Examples).

This paper is concerned with technology as an area of study in education and how children might learn about technology. The curriculum strategy is intended to help the student gain the skills needed to enable him to earn his way in society, to understand his part in the work force, to understand how technology affects his life, to try out tentative career directions, and to find out about his skills, abilities, interests, beliefs, and values as they apply to technology, the "world of work", and "self." At first, the child will study jobs that are thing-centered or people-centered, then jobs that are product-centered or service-centered. In other words, he will classify jobs according to this continuum. During 3 years the student can study within the major subdivisions of technology, which are communications, construction, manufacturing and service. Also, he will have the opportunity to work within a small student-directed company so that he may apply his knowledge. (Author/GEB)

This position paper indicates that, human survival depends upon a major change in humanistic values or the way we view our relationship to the world. Education must go through reform from within that includes the adoption of a K-12, transdisciplinary, problem-solving curriculum. And must, also, offer students environmentally sound alternatives to the uncertain future they face, in an educational environment that is humanized. With the focus of environmental education on human behavior and the interaction of it with the total environment, the learning setting will change to include the community-at-large. The plan developed by the Northwest Environmental Education Center (NEEC), with state funding, provides for the implementation of environmental education programs on a number of levels: community or district level, the county level, and the regional or inter-county level. Teacher training within each of 38 districts will be given the highest priority for the purpose of establishing a hierarchy of environmental specialists to function in each district. Intensive training of a cadre of teachers from each district will permit inservice training. The pilot project at Sedro Woolley School District is cited here at length and in SO 002 249. (Author/SBE)

This occasional paper excerpts student reaction to the social studies simulation "Economic Systems," developed by Academic Games Associates. Introductory remarks by the series editor emphasize the importance of a debriefing session to allow the relationship of simulation and learning objectives to be assimilated. In this case study, the game is used as a tool to reinforce economic concepts studies taught previously through reading assignments from "American Capitalism" by Laurence Leamer and Dorothy Thompson. The beginning level of the game, "Production, and Consumption," includes the three economic roles of worker, farmer, and manufacturer, for which the students divide into three, eight man groups and play for three class periods. The excerpted reactions, part of a fourth class period devoted to debriefing, cover the purpose of the games, what was learned, problems encountered, and recommendations for future use. The teacher feels that the game makes concepts concrete, fulfilling his objectives to develop an understanding of supply and demand, price determination, the interrelationship of different roles in society, and the effect of collective action. (JH)

This progress report, issued by the Indiana University High School Curriculum Center in Government, attempts to make clear the Center's position on certain issues in social studies curriculum development and the rationale behind these positions. The paper's first section considers complaints about present government courses and examines existing assumptions regarding (1) the process by which American youngsters are socialized into the political culture, (2) the role in political education of high school civics and government courses, (3) the purposes and goals of experimental curriculum development projects in government, and (4) the selection of specific course content. The second section, "A Course in American Political Behavior," describes the essential characteristics of an experimental two-semester course in civics and government: the structure of the discipline, the concepts and values of the course, and the inquiry skills to be developed in the students. The actual course is still under development. (MP)

Prepared by the Indiana University High School Curriculum Center in Government, this paper presents a brief but comprehensive introduction to the main characteristics of a behavioral approach to American politics. The first of four parts sets forth assumptions and requirements implicit in a behavioral approach and elucidates the relationship between science, political science, and political behavior. The second part explains one formulation of a behavioral perspective--the "field approach"--which conceives of the individual as a biological and human entity existing within social and cultural environments. The third part suggests how the field approach can make the political behavior of the American citizen more intelligible by emphasizing the relevance of four factors: political culture, sociology, psychology, and socialization. The fourth part applies the same four categories of the field approach to the behavior of political leaders, both formal and informal. (See TE 499 926 for a description of the Center's experimental course in American political behavior.) (LH)

The implementation of a work-study program in a rural, depressed area, the operation of the program, and evaluation are discussed in the first of six papers on vocational education for the retarded. The sheltered workshop at the Kurtz Training Center in Pennsylvania is described with a focus on promoting self image and adjustment. A 6-year secondary program for students with IQ's of 80 and below, located in a self-contained highschool, is considered. Also examined are two aspects of work aptitudes and prevocational evaluation in work-study programs. (RJ)

Cable television (CATV) has often been put to educational uses too quickly, too comprehensively, too superficially, and for the wrong reasons. In Pennsylvania, as in other states, there is a need for a systematic approach to coordinating CATV with other educational resources. The Pennsylvania Department of Education can promote the more effective use of cable by: 1) identifying the educational needs which can be served by CATV; 2) maintaining current information on available cable facilities; 3) designing a plan to provide cable channels to education; 4) encouraging the development of educational programing; 5) providing evaluation services for cable-related activities; and 6) fostering research on new uses of CATV. Cable's technology is powerful and its potential great, but educators must begin to make use of this promise or cable's channels will be given over to other purposes. In order to actualize this potential, educators will have to develop subject matter programs, have their schools wired for cable, explore cost-sharing and facility-sharing options, and confine their requests to realistic programs. (PB)